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Instructor Note
- Students can compare their questions to the content in Table 4 of Roshanai et al.
( 2012 , p. 518) which lists patient informational needs. - Students could be asked to develop a list of questions for a prenatal condition and
a list for a pediatric condition. An option would be to provide them with the cat-
egories from Roshanai et al.’s ( 2012 ) Tables 5 and 6 to stimulate their thinking
and to help them organize their questions.
Source Roshanai et al. ( 2012 ).
Activity 6: Decision-Making Challenges (Dyads or Small Group Discussion)
Students brainstorm the reasons why it is hard to make decisions.
Process
The whole group discusses the reasons they generated.
Estimated time: 20 min.
Activity 7: Decision-Making Styles (Dyads or Small Group Discussion)
Students think about a major decision they made in their lives (e.g., choice of gradu-
ate program). How did they go about making this decision? Next the students try to
match their process to one of Scott and Bruce’s ( 1995 ) five decision-making styles.
Then they discuss the advantages and drawbacks to using their own decision- making
styles when working with patients.
Estimated time: 20 min.
Activity 8: Decision-Making Styles (Small Group Role-Plays)
Each student takes a turn playing a genetic counselor and patient. The patient selects
one of Scott and Bruce’s ( 1995 ) five decider types and demonstrates that style for a
decision about whether to have genetic testing for familial Parkinson disease
(assume that the patient is at 50% risk for an AD early-onset form of the condition).
The patient should not let the group know in advance which style she/he chooses.
Each role-play should last for about 10–15 min.
Process
The students discuss how it feels to deal with different types of deciders.
Estimated time: 90 min.
7 Providing Information and Facilitating Patient Decision-Making